Browsing by Author "Morrone, Anastasia S."

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Coffeehouse as classroom: Examining a flexible and active learning space from the pedagogy‐space‐technology‐user perspective
    (2021) Basdogan, Merve; Morrone, Anastasia S.; School of Education
    This study draws on the analysis of 56 hours of classroom video recordings and daily room usage checklists as well as interview data from students and faculty teaching in a large, flexible, technology‐rich, and collaborative classroom, “Collaboration Café.” The goal is to explore faculty practices and student perspectives to increase our understanding of pedagogic interactions and the use of space and technology in active learning spaces. Informed by the updated version of Radcliffe’s Pedagogy‐Space‐Technology (PST) framework, we argue the pivotal role of actors (i.e., faculty and students) in an active learning environment to use technology, space, and pedagogy in ways which foster learning. The discussion highlights that the faculty’s choice of instructional technique shapes active and collaborative learning behaviors in the classroom. Also, student perspectives provided evidence for satisfaction with room features such as fluidity versatility, and scalability.
  • Thumbnail Image
    Item
    Effects of E‐textbook Instructor Annotations on Learner Performance
    (Springer, 2016-08) Dennis, Alan R.; Abaci, Serdar; Morrone, Anastasia S.; Plaskoff, Joshua; McNamara, Kelly O.; Department of Education, School of Education
    With additional features and increasing cost advantages, e-textbooks are becoming a viable alternative to paper textbooks. One important feature offered by enhanced e-textbooks (e-textbooks with interactive functionality) is the ability for instructors to annotate passages with additional insights. This paper describes a pilot study that examines the effects of instructor e-textbook annotations on student learning as measured by multiple-choice and open-ended test items. Fifty-two college students in a business course were randomly assigned either a paper or an electronic version of a textbook chapter. Results show that the e-textbook group outperformed the paper textbook group on the open-ended test item, while both groups performed equally on the multiple-choice subject test. These results suggest that the instructional affordances that an interactive e-textbook provides may lead to higher-level learning.
  • Thumbnail Image
    Item
    Introduction Special Issue on Physical Spaces
    (Indiana University, 2019) Morrone, Anastasia S.; School of Education
  • Thumbnail Image
    Item
    Persistence of Students in RNBS Completion Online Programs
    (2009-06-24T12:55:32Z) Strevy, Sonia R.; Billings, Diane M.; Halstead, Judith A.; McDaniel, Anna M.; Morrone, Anastasia S.
    The nursing shortage has reached unprecedented levels in the United States. In a response to meet current educational needs and demands to recruit, retain, and expand enrollment of students in baccalaureate programs in nursing, the growth of online education has been dramatic. As growth continues, graduation rates and program retention are a concern. The purpose of this study is to examine the relationship between student motivation, academic context, cost-benefit appraisal, and intent to persist in RNBS completion online programs. The conceptual model used in this study was Student Online Academic Persistence a researcher developed model which is primarily based on the work of Tinto, Bean & Metzner, and Rosenbaum. Research questions: 1. Among students enrolled in RNBS completion online programs, do motivation and context predict cost-benefit appraisal? 2. Among students enrolled in RNBS completion online programs, what is the relationship between cost-benefit appraisal and intent to persist in the program? Data were collected via a Web-based self-report questionnaire and subjected to descriptive and inferential analyses which included the use of linear regression and correlations. From a population of 3606 students from three schools of nursing who were enrolled in an RNBS completion online program, 704 usable surveys were returned, with a response rate of 19%. Technology self-efficacy correlated positively with goal orientation, goal commitment, satisfaction with institution and faculty, cost-benefit appraisal and intent to persist. Goal commitment to the program and satisfaction with institution were found to be important in the persistence of students. A continual decision making process involving cost-benefit appraisal was also found to impact student intention to persist in the program of study. Recommendations for faculty include assuring student technology self-efficacy and developing an online transition course designed to normalize the experience of adults engaging in online education. Future research which further tests the Student Academic Online Persistence model and explores the lived experience of the online student is suggested.
  • Thumbnail Image
    Item
    When Online Courses Became the Student Union: Technologies for Peer Interaction and Their Association With Improved Outcomes During COVID-19
    (APA, 2022) Motz, Benjamin A.; Quick, Joshua D.; Morrone, Anastasia S.; School of Education
    While a variety of learning technologies are presently available to facilitate student-to-student peer interactions and collaborative learning online, recent research suggests that students’ opportunities to interact with their peers were significantly reduced following the abrupt transition to remote instruction due to coronavirus disease. This raises concerns because peer interaction is known to be a key ingredient in effective online learning environments, and during remote instruction, the primary connection between a student and their identity as a member of a college community would have been online courses. In this study, we investigate whether and how collaborative technologies supported peer interaction, and students’ learning, during remote instruction. Specifically, we used results from a multicampus survey of students and instructors, as well as data from our online learning management system, to explore the use of collaborative tools at a large scale and their associations with student outcomes. Findings indicate that instructors, as was typical before the pandemic, generally favored individual learning activities over collaborative activities during campus closure. But in those situations where collaborative activities were present during remote instruction, triangulation analyses indicate that their use was related to improved performance as measured by instructors’ survey responses, by students’ performance in their courses, and by an increased sense of belonging among students.